MAKTABGACHA TA’LIM TASHKILOTIDA 3-5 YOSHLI BOLALARDA MATEMATIK SAVODXONLIKNI RIVOJLANTIRISHDA TARBIYACHILARNING PEDAGOGIK KOMPETENSIYALARNI RIVOJLANTISH TEXNOLOGIYASI

KIRISH: hozirgi kunda maktabgacha ta’lim tizimini rivojlantirish, bolalarning intellektual salohiyatini oshirish va ularni maktab ta’limiga sifatli tayyorlash muhim vazifalardan biri hisoblanadi. Ayniqsa, 3–5 yoshli bolalarda matematik savodxonlikni shakllantirish ularning mantiqiy fikrlashini rivojlantirish, tahlil qilish va umumlashtirish ko‘nikmalarini shakllantirishda muhim ahamiyat kasb etadi. Maktabgacha yoshdagi bolalarda matematik tasavvurlarni shakllantirish jarayonida tarbiyachining pedagogik kompetensiyasi alohida o‘rin tutadi. Tarbiyachi nafaqat bilim beruvchi, balki bolalarning qiziqishini oshiruvchi, ularning mustaqil fikrlashini rivojlantiruvchi hamda ta’lim jarayonini innovatsion pedagogik texnologiyalar asosida tashkil etuvchi mutaxassis bo‘lishi zarur. Shu sababli maktabgacha ta’lim tashkilotlarida tarbiyachilarning pedagogik kompetensiyalarini rivojlantirish texnologiyasini takomillashtirish orqali bolalarda matematik savodxonlikni rivojlantirish masalasi dolzarb pedagogik muammo hisoblanadi. MAQSAD: maktabgacha ta’lim tashkilotida 3–5 yoshli bolalarda matematik savodxonlikni samarali rivojlantirish uchun tarbiyachilarning pedagogik kompetensiyalarini rivojlantirish texnologiyasini ilmiy-pedagogik jihatdan asoslash va amaliy tavsiyalar ishlab chiqish. METODLAR VA MATERIALLAR: mazkur tadqiqotda quyidagi ilmiy-pedagogik metodlardan foydalanildi: pedagogik kuzatuv, tahlil va taqqoslash, pedagogik tajribasinov ishlari, suhbat va anketa usullari, didaktik o‘yinlar va innovatsion pedagogik texnologiyalarni qo‘llash. Tadqiqot materiali sifatida maktabgacha ta’lim tashkilotlarida olib borilayotgan ta’lim-tarbiya jarayoni, metodik qo‘llanmalar, didaktik materiallar hamda matematik tasavvurlarni shakllantirishga oid pedagogik adabiyotlar o‘rganildi. Bolalarda matematik savodxonlikni rivojlantirish jarayonida quyidagi texnologiyalardan foydalanish samarali hisoblanadi: o‘yin texnologiyalari, muammoli ta’lim texnologiyasi, interfaol metodlar, ko‘rgazmali vositalardan foydalanish. NATIJA VA MUHOKAMA: tadqiqot natijalari shuni ko‘rsatdiki, maktabgacha ta’lim tashkilotlarida tarbiyachilarning pedagogik kompetensiyasini rivojlantirish orqali bolalarda matematik savodxonlikni samarali shakllantirish mumkin. 3–5 yoshli bolalarda matematik savodxonlikni rivojlantirish jarayonida quyidagi yo‘nalishlar muhim ahamiyatga ega: son va miqdor haqida dastlabki tasavvurlarni shakllantirish, shakllar va fazoviy tasavvurlarni o‘rgatish, taqqoslash va guruhlash ko‘nikmalarini rivojlantirish, oddiy matematik amallarni o‘yin jarayonida o‘zlashtirish. Pedagogik tajribalar natijasida aniqlandiki, tarbiyachilar tomonidan interfaol metodlar, didaktik o‘yinlar va ko‘rgazmali vositalardan foydalanish bolalarda matematik tushunchalarni tezroq va samarali o‘zlashtirishga yordam beradi. Shuningdek, tarbiyachilarning kasbiy kompetensiyasini oshirish bo‘yicha seminartreninglar, metodik mashg‘ulotlar ham ta’lim sifatini oshirishga xizmat qiladi. XULOSA: maktabgacha ta’lim tashkilotlarida 3–5 yoshli bolalarda matematik savodxonlikni rivojlantirishda tarbiyachilarning pedagogik kompetensiyasini rivojlantirish muhim ahamiyatga ega. Tadqiqot natijalari shuni ko‘rsatdiki, ta’lim jarayonida zamonaviy pedagogik texnologiyalar, didaktik o‘yinlar va interfaol metodlardan foydalanish bolalarda matematik tasavvurlarni shakllantirish samaradorligini oshiradi. Shu bois tarbiyachilarning kasbiy malakasini oshirish, ularni innovatsion pedagogik texnologiyalar bilan tanishtirish va metodik qo‘llab-quvvatlash maktabgacha ta’lim sifatini yanada yuksaltirishga xizmat qiladi.

INTRODUCTION: today, the development of the preschool education system, enhancing children’s intellectual potential, and preparing them effectively for school are among the most important tasks. In particular, fostering mathematical literacy in 3–5- year-old children is crucial for developing logical thinking, analytical skills, and the ability to generalize. In the process of forming mathematical concepts in preschool children, the pedagogical competence of the educator plays a key role. The educator should not only provide knowledge but also stimulate children’s interest, develop their independent thinking, and organize the educational process using innovative pedagogical technologies. Therefore, improving the technology for developing educators’ pedagogical competencies to enhance mathematical literacy in children is an urgent pedagogical issue. AIM: to scientifically and pedagogically substantiate the technology for developing educators’ pedagogical competencies and to develop practical recommendations for effectively promoting mathematical literacy among 3–5-year-old children in preschool educational institutions. METHODS AND MATERIALS: this study employed the following scientificpedagogical methods: pedagogical observation, analysis and comparison, pedagogical experiments, interviews and questionnaires, didactic games, and the application of innovative pedagogical technologies. Research materials included educational processes in preschool institutions, methodological manuals, didactic materials, and pedagogical literature on the development of mathematical concepts. Effective technologies for developing mathematical literacy in children include game-based learning, problembased learning, interactive methods, and the use of visual aids. RESULTS AND DISCUSSION: the study results showed that enhancing educators’ pedagogical competencies in preschool institutions facilitates the effective formation of mathematical literacy in children. For 3–5-year-old children, the following areas are particularly important: developing initial concepts of number and quantity, teaching shapes and spatial concepts, fostering comparison and grouping skills, and learning simple mathematical operations through play. Pedagogical experiments indicated that the use of interactive methods, didactic games, and visual aids helps children grasp mathematical concepts more quickly and effectively. In addition, professional development seminars, trainings, and methodological workshops improve educators’ professional competence and the overall quality of education. CONCLUSION: developing educators’ pedagogical competencies in preschool educational institutions is crucial for promoting mathematical literacy among 3–5-year-old children. The study demonstrated that using modern pedagogical technologies, didactic games, and interactive methods increases the effectiveness of forming mathematical concepts. Enhancing educators’ professional skills, introducing them to innovative pedagogical technologies, and providing methodological support contribute to further improving the quality of preschool education